module 2

19(T)

What’s in this module?

ñ Refer Ss to the title of the module Narrow escapes!and ask them to suggest what it means and whatthey think the module is about. Elicit answers andtell Ss to browse through the units and check.

Suggested Answer Key

The title refers to escaping from or avoidingdangerous situations. We will learn about differentnatural disasters and people’s experiences andfeelings.

ñ Use pictures 1-8 to engage Ss’ attention, toprompt a discussion and to stimulate their interestin the module. Point out that only some of thepictures can be found in the module, and elicitwhich ones these are (Pictures 1, 2, 4 and 6).

ñ Ask questions to begin a discussion about thetopics that will be covered in the module.


Focus Ss’ attention on picture 1.

T: What page is picture 1 from? (p. 27)S1: It’s from p. 27.T: What can you see in picture 1?

S2: A ghostly man.T: How do you think the picture is related to

the title of the unit?S3: I think it relates to a scary story. etcT: What page is picture 2 from? (p. 26) What can

you see in picture 2? How do you think thepicture is related to the title of the unit?How do you think he feels? What else can yousee on p. 26? etc

Find the page numbers for …

ñ Ss find the page numbers for the items listed. Askquestions to check Ss’ understanding.

Answer Key

an extract from a novel (p. 27) What is the titleof the novel? Who wrote it? Do you know anyother works by this author? What do you think thestory is about? etc

a quote (p. 25) Who said this? What do you thinkhe meant? Are there any similar sayings in yourlanguage? etc

Vocabulary

ñ Elicit/Explain the meaning of the words in the list.Ss match them to the pictures. Refer Ss to the WordList if necessary. Ss translate the adjectives intotheir language and elicit when they felt like this.

Answer Key

1 surprised 4 calm 7 bored2 terrified 5 excited 8 tired3 relieved 6 worried

Narrow escapes!

Topic

In this module Ss will learn about natural phenomena,stories, and people’s experiences and feelings.

Module page 19

Lesson objectives: Overview of moduleVocabulary: Feelings (surprised, relieved, tired,bored, terrified, worried, calm, excited)

2a Experiences 20-21

Lesson objectives: To read for specific information,the past simple, to talk about experiencesVocabulary: crystal clear, roar, disappear, hills,screaming, breathe, surface, safe, grabbed, gaspedfor air, adjectives (sunny, massive, shocked, safe,lonely, huge, horrified, bright, abandoned, unharmed),other (tsunami)

2b Nightmares 22-23

Lesson objectives: To listen and read for specificinformation, forming adverbs, time wordsVocabulary: Natural phenomena (earthquake,lightning, flood, tornado, hurricane, volcaniceruption), other (nightmares, drowning, swept away,burst its banks, hit, lamppost)

2c Relieved 24

Lesson objectives: To put events in sequence,summarising, to write a storyVocabulary: heavily, basement, crashing, calm down,damage, worried, searched, bushes

2d Culture corner 25

Lesson objectives: To read for specific information,to talk about a folk taleVocabulary: myth, legend, giants, warriors, kings,tale, hero, overcome, obstacles, beast, incredible,entertain, moral values, fairies, leprechaun, pots;phrases with ‘spend’

2e Oh my goodness! 26

Lesson objectives: To narrate past events, present/∞/, /ƒ/Vocabulary: upset, shock, shouting, screaming,fountain, snake, stripes, cage

2f Curricular Cut: Literature 27

Lesson objectives: To introduce a literature extractVocabulary: novelist, dramatist, ambassador, hauntedhouse, clank of metal, struck a match, exactly,footsteps, slippers, dressing case, handcuffs, rustychains, wrists, ankles, oiling, lubricant, marble

Self Check 2 28

Narrow escapes!� What’s in this module?

ñ people’s experiences &feelings

ñ natural phenomena

ñ past simple

ñ forming adverbs from

adjectives

ñ time words

ñ sequence of events

ñ stories

Which of the pictures (1-8) can

you find in Module 2?

� Find the page numbers for

ñ an extract from a novel

ñ a quote

Vocabulary ñFeelings

� Match the pictures to the words below. Listen

and check.

ñ surprised ñ relieved ñ tired ñ bored ñ terrified

ñ worried ñ calm ñ excited

What are these words in your language? When was

the last time you felt this way?

® The last time I felt surprised was when my parents bought

me a cat as a pet for my birthday.

1

2

3

4

5

6

7 8

19

20

4 Answer the questions.

1 Which natural disaster did Mark experience?

2 How did he feel?

How does Mark’s story make

you feel?

3 Mark couldn't wait to .................... when

they reached the beach.

4 A ....................... hit him.

5 A Thai man managed to ......... a palm tree.

6 Hours later, .................... rescued them.

7 In the hills, Mark found ....................... .

8 Mark and his family went back to London. They

felt very ....................... .

3 Read the text again and complete the

sentences. Use two to four words.

1 Mark went ................... with his parents.

2 The weather there was ......................... .

T he morning of 26th December was warm and sunny on Phi Phi DonIsland in Thailand. The sunshine was a welcome change from the

wet, rainy weather in London. After breakfast we went to the beach. Myparents decided to sunbathe and I ran straight into the crystal clear water.Nothing could prepareme for what was about to happen.

Suddenly, I heard a loud roar. The water under my feet disappeared. Iheard people screaming and pointing at the sea. “What’s going on?”, Iwondered as I turned to see a massive wave coming towards me. “Mark,run!”, I heard my mum shout before the huge wave swallowed me. I wasunder the water. I tried to breathe and reach the surface, but the force of thewater just pushed me down. Then, out of nowhere, a hand grabbed me andpulled me up. I gasped for air and looked around. I was in a palm tree with

a Thai man. I could see people in the distance running in panic. I felt like crying but I was too shocked to even do that. The

only thing I could do was to sit and watch, unable to move. Thehours passed slowly. Suddenly, the Thai man started shoutingand pointing to a helicopter. The pilot saw us and came to rescueus. Half an hour later we were safe in the hills. Therewere a lot of people there. I felt lonely and lost.“Mark, you’re safe,” I heard my mum’s voicesay. I don’t remember feeling more relieved inmy life than at that moment. Two days later we left the island. We felt

lucky to be alive but we were sorry for thelocals that lost their homes. It was a

terrible experience.

2 Check these words in the Word List.

ñ crystal clear ñ roar ñ disappear ñ hills

ñ screaming ñ breathe ñ surface ñ safe

ñ grabbed ñ gasped for air ñ relieved

Reading

1 The pictures tell the story in the text.

What is the text about? Read, listen and check.

5

10

15

20

25

20(T)

Warm-up ActivityAsk Ss to look at the title and the pictures on p. 20 andelicit what Unit 2a is about (real life experiences,possibly about a person who experienced a disaster).

1 To predict the content of a text frompictures

ñ Draw Ss’ attention to the pictures and elicitwhat they show (a tropical beach, a huge wave/tsunami, a flooded area with damaged houses).

ñ Brainstorm with the class for ideas for whatthe text might be about.

ñ Play the recording. Ss listen and follow thetext to check.


The text is about a huge wave/tsunami that hit aholiday resort in Thailand.

2 To present new vocabulary

ñ Allow time for Ss to look up the words/phrasesin the Word List.

3 To read for specific information andinference

ñ Tell Ss to read through the gapped sentences (1-8), then allow Ss time to read the text again.

ñ Ss complete the task. Remind them to use twoto four words. Point out that some of theanswers are clearly stated in the text, whileothers are paraphrased or just inferred.

ñ Check Ss’ answers.


1 on holiday to Thailand2 warm and sunny3 run into the water/go swimming4 massive/huge wave5 pull him into 6 a helicopter7 his mum8 lucky to be alive

4 To answer questions on a text

ñ Read each question aloud and elicit answersfrom around the class. Provide any necessaryvocabulary.


1 Mark experienced a tsunami/huge wave.2 Mark felt shocked and upset, then he felt

lonely and lost and in the end he felt relievedand lucky to be alive, but sorry for the locals.

(I felt shocked at what happenedto him and sorry for the locals.)

9 ñ Explain the situation (sad, funny or scarymoments on holiday) and allow Ss enough timeto complete the task.

ñ Monitor Ss as they do the activity, then ask somepairs to report back to the class.


1 B: ... Portugal.

2 A: What was the weather like?B: It was hot and sunny.

3 A: How did you get there?B: I got there by boat.

4 A: Where did you stay?B: I stayed at a campsite.

5 A: What did you do?B: I swam every day and ate local dishes.

6 A: What happened?B: We went sailing and there was a storm.

7 A: Who were you with?B: I was with my friends.

8 A: How did you feel?B: I felt scared.

9 A: What happened in the end?B: We got rescued.

10 A: How did you feel in the end?B: I felt lucky to be alive.

10 ñ Explain the task and call on various Ss aroundthe class to relate their partner’s experience.


Last year John went on holiday to Portugal withhis friends. They went there by boat. They stayedat a campsite and had a great time. They swamevery day, then in the evenings they ate localdishes.

One day they decided to hire a boat and wentsailing. Suddenly the weather changed. Soon itstarted to rain and there was a storm. They werevery scared. Luckily, some fishermen rescuedthem. They all felt lucky to be alive.

Extra Activity for weaker classes

Write these phrases on the board. Ss use them towrite the story.ñ went on holiday with friends ñ stayed at campsiteñ swam ñ decided to hire ñ went sailing ñ suddenlyñ started to rain ñ were scared ñ fishermen rescuedthem ñ felt lucky to be alive

21(T)

5 To understand new vocabulary throughsynonyms

ñ Read the list of adjectives 1-6. Tell Ss that theymay refer to the text, and read the word incontext if necessary.

ñ Ss match the adjectives to their synonyms.ñ Then Ss explain the words in bold.

Answer Key

1 c 2 a 3 b 4 f 5 e 6 d

6 To present the past simple tense

ñ Read the theory box aloud. Draw Ss’ attentionto the negative and interrogative forms andthe short answer.

ñ Elicit how the past simple is formed for regularverbs in the affirmative (by adding –ed to the endof the main verb); the negative (did not/didn’t +the main verb without –ed) and the interrogative(did + subject pronoun + main verb without –ed).

ñ Refer Ss to the Grammar section on p. 120 formore details if necessary.

Answer Key

We form the past simple for regular verbs in theaffirmative by adding –ed to the end of the mainverb. We form negations with did not/didn’t + themain verb without –ed. We form questions withdid + subject pronoun + main verb without –ed.Irregular verbs do not follow this pattern but theyform negations and questions with did and did not/didn’t and the main verb.

7 a To identify past forms of regular andirregular verbs

ñ Go through the list of verbs and elicitexplanations or synonyms for each one.

ñ Ss do the task. Check Ss’ answers on theboard.


1 be ― was/were ― irregular (exist)2 go ― went ― irregular (travel/move)3 decide ― decided ― regular (choose)4 run ― ran ― irregular (move quickly)5 can ― could ― irregular (be able to)6 hear ― heard ― irregular (be aware of a sound

through your ears)7 disappear ― disappeared ― regular

(vanish/move out of sight)8 wonder ― wondered ― regular (think)9 turn ― turned ― regular (change direction)

10 swallow ― swallowed ― regular (put in stomach)11 try ― tried ― irregular (attempt)12 push ― pushed ― regular (move sth away from

you with force)13 grab ― grabbed ― regular (get hold of sth)14 pull ― pulled ― regular (move sth towards you

with force)

15 gasp ― gasped ― regular (breathe in quickly)16 look ― looked ― regular (see/direct your eyes

at sth)17 feel ― felt ― irregular (touch/experience an

emotion)18 pass ― passed ― regular (go by)19 start ― started ― regular (begin)20 see ― saw ― irregular (understand through

your eyes)21 come ― came ― irregular (arrive)22 leave ― left ― irregular (depart)23 lose ― lost ― irregular (no longer have sth/not

succeed)

b To identify and practise /t/, /d/, /id/

ñ Explain the task and read out the example.ñ Ss complete the table. Play the recording.

Ss listen and check their answers.

Answer Key

c To practise the past simple

ñ Allow Ss time to complete the task, thencheck Ss’ answers by asking various Ss toshare their answers with the class.


Yesterday, I went to the cinema.Once, I swallowed a fish bone.This morning I felt tired.I could ride a bike when I was five.I started learning English four years ago.

8 To practise the past simple

ñ Allow Ss time to complete the task. Then checkSs’ answers.

Answer Key

A 1 felt 3 started2 didn’t know 4 couldn’t

B 1 didn’t take 2 grabbed 3 rushed

C 1 became 3 tried 5 were2 started 4 didn’t work

9 To ask and answer questions about the past(See p. 20(T) for Tips and Suggested Answer Key.)

10 To relate someone’s experience, to practisethe past simple third person singular (See p. 20(T)for Tips and Suggested Answer Key.)

® TEACHER’S RESOURCE PACK: Game p. 28

/t/ pushed, gasped, looked, passed

/d/disappeared, wondered, turned,swallowed, tried, grabbed, pulled

/æd/ decided, started

Workbook 2a

1 be ® was

2 go

3 decide

4 run

5 can

6 hear

7 disappear

8 wonder

9 turn

10 swallow

11 try

12 push

13 grab

14 pull

15 gasp

16 look

17 feel

18 pass

19 start

20 see

21 come

22 leave

23 lose

8 Put the verbs in brackets into the past

simple.

7 a) Explain these verbs. Find the past

forms of the verbs below in the text.

Which are regular? Which are irregular?

c) Choose five of the verbs and make

sentences about yourself.

® My aunt came to visit us last Sunday.

ñPast simple

6 Read the theory. How do we form the past

simple?

We use the past simple for actions which

happened in the past.

They stayed in a hotel. (regular verb)

They went to Thailand. (irregular verb)

They didn’t enjoy their holiday.

Did they leave the island?

Yes, they did.

Time expressions: yesterday, last week/month,

two days/a week ago, etc.

b) Copy and complete the table with the

past regular forms in Ex. 7a. Listen and check.

/t/ /d/ /æd/

® pushed

9 Ask and answer questions about

your funniest, saddest or scariest

experience on holiday.

1 where/you go?

® A: Where did you go?

B: I went to ... .

2 what/weather be like?

3 how/you get there?

4 where/you stay?

5 what/you do? (eat local

dishes, take pictures, visit

museums, etc)

6 what happen?

7 who/with you?

8 how/you feel?

9 what/happen

in the end?

10 how/you feel

in the end?

5 Match the adjectives to their synonyms.

Then explain the words in bold.

Speaking

10 Use your partner’s answers in Ex. 9 to

tell the class about his/her funniest/

saddest/scariest experience on holiday.

I 1) ........... (feel) scared. I 2) ........... (not/know)

what to do. People 3) ........... (start) to run and

scream but I 4) ........... (not/can) move.

It 1) ........... (not/take) long to realise it was anearthquake. We quickly 2) ........... (grab) a fewthings and 3) ........... (rush) outside the hotel.

The sky 1) ........... (become) grey and cloudy and

it 2) ........... (start) to rain. George 3) ........... (try)

to radio for help, but the radio 4) ...........

(not/work). We 5) ........... (be) scared to death.

A

B

C

1 sunny (l. 1)

2 massive (l. 8)

3 shocked (l. 14)

4 safe (l. 18)

5 lonely (l. 19)

6 relieved (l. 21)

a huge

b horrified

c bright

d calm

e abandoned

f unharmed

Grammar see

p. 120

21

Predicting content

Key words from a text help you predict

what the text is about.

Vocabulary ñNatural phenomena

1 Listen and repeat words 1-7.

Which are common in your country?

Which three of these

phenomena do you think are the most

dangerous? Give reasons.

4 tornado

6 tsunami

3 flood1 earthquake

You probably can’t imagine being caught up in themiddle of a tornado, a hurricane or a flood, but don’t beso sure that it could never happen to you! We spoke toJohn about his experience ...

Are you afraid of water? Well, John is! He had terriblenightmares about drowning. “In the nightmares there wasalways heavy rain,” he said, “and then water swept meaway. I desperately shouted for help, but no one evercame. I woke up very scared, but happy that it was just abad dream.” Last year, while John was on holiday inCornwall, his horrible dream came true! One morning, hedecided to go for a cup of tea in the village. On his way, hewent into a little shop to buy some postcards. As heentered the shop, it started to rain heavily. “Nice weatherfor ducks,” said the lady in the shop. “I hope the riverdoesn’t burst its banks again like last year,” she added.John opened the door to leave the shop but, as soon ashe stepped out, water swept him off his feet and washedhim down the road. “Oh no! The river!,” he thought,terrified. Then, suddenly, he hit a lamppost.He quickly grabbed it and pulledhimself out of the water. Hewas wet and cold, but veryrelieved to be alive!

2 lightning

7 volcanic eruption

5 hurricane

5

10

15

20

Reading

2 Read the title and the introduction.

The following words/phrases appear in the

text. What is the text about? Read, listen

and check. Where could you read this text?

ñ nightmares about drowning

ñ water swept me away ñ rain heavily

ñ river burst its banks ñ grabbed

ñ a lamppost ñ wet and cold ñ relieved

ñ alive

22

22(T)

Warm-up ActivityDirect Ss’ attention to the title and the pictures onp. 22 and elicit suggestions as to what Unit 2b may beabout (natural disasters).

1 To present new vocabulary and consolidatethrough discussion

ñ Play the recording. Ss listen and repeat thewords.

ñ Ask Ss to give their meanings by referring tothe pictures.

ñ Ss translate each phenomenon into their L1.ñ As a class, discuss which, if any, occur in their

country.


In my country we often have earthquakes.

Allow Ss 2 minutes to prepare theiranswers. Ss write a few sentences on the topic,then tell their partner. Invite some Ss to read outtheir answers to the class.


To me the most dangerous ones are tornadoes,floods and hurricanes because they can occursuddenly, without much warning, and cause majordamage.

ñ Read aloud the Learning to learn box. Ask Ss tolook at the words/phrases given in Ex. 2. Explainthat these key words/phrases are from the textthat follows. Elicit that key words/phrases givethe reader an idea of what the text is about.

2 To predict the content of a text

ñ Ask Ss to read the title, introduction and list ofkey words/phrases. Elicit/Explain the meaningsof any unknown words (e.g. nightmare ― baddream, drowning ― dying under water, swept ―washed away, lamppost ― streetlight).

ñ Elicit suggestions from Ss around the class as towhat the text may be about (a flood).

ñ Allow Ss time to read the text and check, thenelicit where a text like this could be read (amagazine).

9 ñ Explain the task and divide the class intogroups of three or four.

ñ Allow Ss time to research and prepare theirpresentations using the website given as wellas encyclopaedias, reference books etc orassign the task as HW.

ñ Ss present their work to the class who mayvote for the best presentation. Encourage Ss touse visual prompts to accompany their work.Any Ss who are able may prepare a PowerPointpresentation if so desired.


The Herald of Free Enterprise was a British carand passenger ferry. On 6th March 1987, at 6:05pm, it left the Belgian port of Bruges-Zeebruggeon its way to Dover in England. There were 459passengers and 80 crew on board as well as 81cars, 3 buses and 47 lorries. It started to sink aminute and a half later because workers forgot toclose the bow doors. At 6:29 pm the ship sank just90 metres from the shore. A rescue helicopterarrived within 30 minutes as well as the BelgianNavy but still 193 people died. As the ship sank inshallow water, they managed to re-float it amonth later in April, 1987.

3 To read for specific information

ñ Allow Ss some time to read the text and answerthe questions. Check Ss’ answers.

Answer Key

1 John was afraid of water.2 He went to Cornwall on holiday.3 The river burst its banks, and water swept him

off his feet and washed him down the road.4 He grabbed a lamppost and pulled himself out

of the water.5 He was very relieved to be alive.

4 To match pronouns to nouns

ñ Ss complete the task. Check Ss’ answers.

Answer Key

2 John 5 the lady in the shop3 John’s 6 John4 the river’s 7 the lamppost

5 a To present how we form adverbs

ñ Read out the examples and elicit whichsentence in each pair contains an adjectiveand which contains an adverb.

ñ Draw Ss’ attention to the –ly endings of theadverbs and point out the irregular example(good ― well).

ñ Elicit how adverbs are formed (we usuallyform adverbs by adding –ly to the adjective).

Answer Key

We usually form adverbs by adding –ly to theadjective. Adjectives ending in –le drop the –e andtake –y; adjectives ending in consonant + -y dropthe –y and take –ily; adjectives ending in –l take –ly.Talk about “friendly” which is an adverb.

b To practise forming adverbs

ñ Do the first item as an example, then Sscomplete the task. Check Ss’ answers, thenSs make sentences using the adverbs.

Answer Key

slowly, happily, safely, fast, really, completely, well


She is singing happily., I always drive safely., I canrun fast., He really likes chocolate., She iscompletely happy., She speaks English well.

6 To present time words

ñ Go through the theory box with Ss. Allow Sstime to find examples in the text.

Answer Key

... and then water swept me away.Last year, while John was on holiday ... .... as soon as he stepped out into the road ... .Then suddenly, he ... .

ñ As an extension, ask Ss to make sentences of

their own, using the time words. (He waiteduntil it was dark and then he went out.)

7 To practise using time words

ñ Allow Ss time to complete the task. Check Ss’answers.


2 They walked in the park until it got dark.3 He went on holiday after he finished school./

After he finished school, he went on holiday.4 The phone rang as soon as she entered the

room./As soon as she entered the room, thephone rang.

5 It stopped raining and then they left the office.6 It was late, so he decided to get a taxi.

8 a To listen for specific information

ñ Direct Ss’ attention to the picture, the titleand the gapped notes and elicit what theythink the listening exercise is about (thesinking of The Titanic).

ñ Ask Ss to read through the gapped notes andelicit what type of information is missingfrom each gap (1 the name of a place, 2 adate, 3 a time, 4 a number, 5 a month).

ñ Play the recording. Ss listen and completethe task. Check Ss’ answers.

Answer Key

1 New York 3 2:20 5 September2 14th 4 1,500

b To form, ask and answer questions

ñ Explain the task and read out the example.ñ Ss work in pairs and complete the task.ñ Monitor Ss around the class as they do the

activity.ñ Ask various pairs to ask and answer a question

in front of the class to check Ss’ answers.

Answer Key

2 A: What was its destination?B: New York.

3 A: What happened four days later?B: The ship hit an iceberg (in the North Atlantic

Ocean).

4 A: When did the ship sink?B: On 15th April.

5 A: What time was it?B: 2:20 am.

6 A: How many people died?B: More than 1,500.

7 A: When did they locate the ship?B: On 1st September, 1985.

9 To make a presentation (See p. 22(T) forTips and Suggested Answer Key.)

® TEACHER’S RESOURCE PACK: p. 21

23(T)

ñTime words

6 Read the theory. Find

examples in the text.

Workbook 2b

3 Read the text again and

answer the questions. Then

explain the words in bold.

1 What was John afraid of?

2 Where did he go last year?

3 What happened to him?

4 What did he do?

5 How did he feel?

4 Match the pronouns (1-7) from

the text with the nouns below.

1 He (l. 5) ® John, 2 I (l. 8),

3 his (l. 11), 4 its (l. 15),

5 she (l. 16), 6 him (l. 18),

7 it (l. 20)

ñForming adverbs

5 a) Read the examples. How do

we form adverbs?

He’s a careful driver. He drives carefully.

The test was easy. He answered the

questions easily.

She’s a terrible cook. She cooks terribly.

He’s an early bird. He gets up early.

He’s a good swimmer. He swims well.

We use as soon as, when, while, so,

after, until and then to refer to the time

or order in which something happened.

It started raining as soon as he left.

10th April 0)® 1912: left port of Southampton for 1) ..................

2) ............ April: hit iceberg in the North Atlantic at 11:40 pm

15th April: ship sank at 3) .................. am, more than4) .................. people died

1st 5) .......... 1985: ship located near Newfoundland, Canada

Listening & Speaking

8 a) Listen and complete the

missing words.

9 Work in groups. What other disasters

at sea do you know of? Collect information. Then,

present it to the class.

You can visit this website: http://en.wikipedia.org

Search keyword: Titanic

Go to See Also and click on List of shipwrecks.

ICT

John

John’s the lamppost

b) Form adverbs from the

adjectives. Make sentences.

ñ slow ñ happy ñ safe ñ fast

ñ real ñ complete ñ good

® He walks very slowly.

the lady in the shopthe river’s

b) Put the words in the correct order to form

questions. Use the information in Ex. 8a to ask and

answer the questions.

1 When/did/Southampton/the Titanic/leave?

® A: When did the Titanic leave Southampton?

B: On 10th April, 1912.

2 was/What/its destination?

3 later/What/days/happened/four?

4 the/did/When/sink/ship?

5 time/What/was/it?

6 people/How many/died?

7 they/When/did/ship/locate/the?

7 Join the sentences. Use the words in brackets.

1 They started screaming. They saw the lion. (when)

® They started screaming when they saw the lion./When

they saw the lion, they started screaming.

2 They walked in the park. It got dark. (until)

3 He went on holiday. He finished school. (after)

4 The phone rang. She entered the room. (as soon as)

5 It stopped raining. They left the office. (and then)

6 It was late. He decided to get a taxi. (so)

23

My sister Susan and I were in the garden playing with ourneighbours’ dog last Saturday afternoon 1) ........... . Minutes later,it began to rain heavily, 2) ........... .Mum asked us to close all the windows. Just as I shut the window

in the kitchen, I heard a loud noise. It sounded like a train. Dad tookus to the basement 3) ........... . From there, we could hear the strongwind outside. All of a sudden, we heard a loud crashing noise andmy sister started to cry. We tried to calm her down 4) ........... . After a few minutes, the wind stopped and everything was quiet.

We slowly made our way up from the basement. The house wasfull of glass from the broken windows. The real damage wasoutside though. There were trees on the streets and damaged carsall over. Our neighbours were very worried 5) ......... . Wesearched everywhere and finally found him behind some bushes. It was a horrible experience and we were relieved it was over. At

least we were all OK. (Laura, 15)

Reading &Writing

1 Look at the picture and

listen to the sounds. What

do you think the story is

about? Read and check.

Sequence of events

Write the events in the order they

happened. This helps the reader

follow your story.

Introduction (set the scene)

Para 1 ñ Where were you (school, home)?

ñ What was the weather like?

ñ Who else was with you?

Main Body (events in the order they happened)

Para 2 ñ What happened?

ñ What did you/the others do?

Para 3 ñ What happened afterwards?

Conclusion (end the story)

Para 4 ñ What happened in the end?

ñ How did you/the others feel?

Portfolio: Use your answers to write your story entitled

‘What an Experience’ (80-100 words).

Workbook 2c

2 Complete Laura’s story

with phrases (a-e). Listen and

check. Explain the words/

phrases in bold.

a and asked us to keep calm

b when suddenly the sky turned

dark grey

c but she was very scared

d so we ran quickly inside the house

e because they couldn’t find

their dog

Writing (a story)

4 Think of an unusual experience you have

had. Answer the questions in the plan.

3 Put the events in the order they

happened. Use the plotline to

summarise the story for the

class.

It began to rain.

They went to the basement.

The wind stopped.

The children were in the

garden. ® 1

They closed the windows.

They helped their neighbours.

They went inside the house.

They heard a loud crashing noise.

They went outside again.

24

24(T)

Warm-up ActivityAsk Ss to look at the picture and the title and elicitguesses as to what Unit 2c is about (a story about ascary experience).

1 To predict the content of a text fromaudio and visual material

ñ Direct Ss’ attention to the picture.ñ Play the recording. Ss listen and make guesses

about what the story is about.ñ Allow Ss time to read the story and check if

their guesses were correct.


I think the story is about a hurricane whichdestroyed someone’s house.

2 To read for text structure and cohesion

ñ Demonstrate the task by reading the firstsentence of the text aloud, followed by eachof the phrases (a-e), one at a time. Elicit whichphrase fills the gap (b).

ñ Tell Ss to complete the task in the same way bytrying each phrase in every gap until the text iscompleted, and to check that it makes sense.

ñ Check Ss’ answers.ñ Then Ss explain the words/phrases in bold.

Answer Key

1 b 2 d 3 a 4 c 5 e

3 To order events and give a summary of astory

ñ Allow Ss some time to put the events into thecorrect order.

ñ Tell Ss to use the plotline as a guide to give asummary of the story to the class. Ss preparetheir answers.

Answer Key

2 It began to rain.3 They went inside the house.4 They closed the windows.5 They went to the basement.6 They heard a loud crashing noise.7 The wind stopped.8 They went outside again.9 They helped their neighbours.


The children were in the garden when it began torain. They went inside the house and they closedthe windows. The family went down to thebasement and they could hear the wind blowing.They heard a loud crashing noise and they werescared. After a while, the wind stopped and theywent outside again. They helped their neighboursfind their dog.

ñ Read the box aloud. Point out that before you writea story you need to think of the events thathappened and present them in chronological orderto help the reader follow the story.

4 To write a story

ñ Brainstorm with the class for unusualexperiences (e.g. earthquake, flood etc).

ñ Discuss the questions for each paragraph in theplan.

ñ Ask some Ss to give an oral summary of theplotline for their story.

ñ Allow Ss time to write their stories in class orassign the task as HW.

ñ Ask various Ss to read their completed story tothe class.


I was on holiday in Athens with my parents lastyear. Three days before we left, we decided to goshopping for souvenirs. It was a hot sunny day.We were about to leave the hotel room when,suddenly, we heard a loud noise. The groundbegan to shake and we realised it was anearthquake. My dad told us to stay calm. Westood in a doorway and waited for it to stop.It was over in a few seconds. It was a frighteningexperience and we were relieved it was over. Atleast we were all OK.

® TEACHER’S RESOURCE PACK: pp. 22-23

Extra Activity for weaker classes

Write these phrases on the board. Ask Ss to use themto write their story. ñ on holiday with parents ñ lastyear ñ hot & sunny ñ hear loud noise ñ ground beginto shake ñ earthquake ñ stand in a doorway ñ staycalm ñ be over ñ frightening experience ñ relieved

To write a story we first decide on the type of story,the plot, and the main characters. In the firstparagraph, we set the scene; that is, we write whenand where the story took place, who the maincharacters were and what happened first.In the main body paragraphs, we describe the eventsin the order they happened leading to the climaxevent (the most important event). We normally usetime linkers (after, when, while, before, etc) toshow the sequence of events. In the last paragraph, we write what happened in theend and how the characters felt.

Writing Bank: stories

25(T)

Warm-up ActivityAsk Ss to look at the pictures and the title. Elicit whatUnit 2d may be about (stories). Then elicit what storiesmay be about (fairies, gold, forests, princesses, etc).

1 To identify the country of origin of a musicextract

ñ Play the recording. Ss listen and say whichcountry they associate with the music.

Answer Key

Ireland

2 To listen and read for specific information

ñ Elicit whether Ss can identify any of thecreatures from the pictures (e.g. fairy).

ñ Play the recording. Ss listen and follow thetext in their books.

ñ Elicit information about the creatures in thepictures from Ss around the class.


The man on the left is a seanchai or a storyteller.The creature next to him is an elf called aleprechaun, who makes shoes and has a hiddenpot of gold. The man on the horse is a warrior/hero and the girl may be a princess.The creature on the far right of the picture is afairy.

3 To answer comprehension questions basedon a text

ñ Read the questions (1-4) aloud.ñ Tell Ss to read the text again, if necessary.ñ Ss answer the questions.ñ Check Ss’ answers.

Answer Key

1 Seanchais tell stories.2 Myths, legends and folk tales.3 They are about giants, warriors and kings.

They are about heroes who overcome greatobstacles, fight with magical beasts and haveincredible adventures.

4 They have fairies and elves including leprechauns.

4 To present new vocabulary

ñ Read out the phrases and elicit which phrase Sscan find in the text (spend a cold, winter night).

ñ Allow Ss time to make sentences and check Ss’answers around the class.


I spend ú12 a week on bus fares.I spend most evenings reading or watching TV.

5 To talk about stories and moral values

ñ Allow Ss enough time to brainstorm about theirthree favourite stories and the moral valuesthey teach.

ñ Ask some Ss to share their answers with theclass.


My three favourite stories are the Brothers Grimm’‘Little Red Riding Hood’, and Aesop's fables ‘TheTortoise and the Hare’ and ‘The Boy Who CriedWolf’. The first story teaches us not to talk tostrangers/beware of wolves in sheep’s clothes; thesecond teaches us not to underestimate others andthe third story teaches us to always be honest.

6 To retell a popular folk tale

ñ Divide the class into groups.ñ Explain the task and allow Ss time to come up

with a popular folk tale.ñ Monitor the activity and encourage Ss to think

of different tales.ñ Ask each group to present their folk tale to the

class.


The story of Icarus and Daedalus is about a boyand his father.

Daedalus was the architect for the King of Crete.One day he made the king angry and he was put inprison along with his son Icarus. He decided to tryto escape but the only way off the island was byboat. It seemed impossible because all the boatswere full of the king’s guards. He decided to makesome wings and fly off the island.

He made wings for himself and Icarus from feathersheld together with wax. He told his son to makesure that he did not fly too close to the sun or thewax would melt and the wings would fall apart.

Icarus and Daedalus escaped and flew away fromthe island and across the sea. Icarus was soexcited to fly that he forgot his father’s warningand flew very high. Daedalus called out to Icarusbut he didn’t listen. The wax on his wings meltedand he fell into the sea and drowned.

Daedalus named the closest island Icaria inmemory of his son, but he was sad for the rest ofhis life and he never flew again.

The story teaches us to listen to our parents.Icarus didn’t listen to his father and he died.

® TEACHER’S RESOURCE PACK: Pairwork Activitiespp. 25-26

yths and legends are stories about giants, warriors and

kings. They are tales of heroes who overcome1 great

obstacles, fight with magical beasts and have incredible2 adventures.

One such legend is the story of Finn Mac Cumhail and his group of

warriors, the Fianna, who protected the high kings of Ireland.

olk tales entertain3 people while teaching them moral

values4. These stories are about very unusual characters,

such as fairies and elves. The most popular are the leprechauns. Their

name means ‘small body’. They make shoes and have a hidden pot of

gold. As legend has it, if you catch a leprechaun, it must tell you where

the pot of gold is. But be careful! It will try to trick you into looking

away for a second, and then it will disappear!

erhaps the best way to spend a cold, winter night in Ireland

is to enjoy the company of a ‘seanchai’, a storyteller.

Ireland has great stories to tell.

stories

Workbook 2d

2 What can you see in the

pictures? What do you know

about them? Listen and read to

find out.

3 Αnswer the questions. Then

explain the words in bold.

1 What do ‘seanchais’ do?

2 What types of stories do people

tell in Ireland?

3 What are Irish myths/legends

about?

4 What characters do you find in

Irish folk tales?

1 Listen to the music. Which

country does it remind you of?

“A story should be told eye to eye, mind to mind, heart to heart.”

Stanley Robertson (storyteller)

+ money (= pay) He spent £10 on

sweets.

+ time (= pass) He spent all day

reading the book.

Project

6 Work in groups. Think of a popular folk tale

in your country.

ñ What is it about? ñ Who are the main characters?

ñ What happens in the story?

ñ What moral values does the story teach?

Tell another group.

ñWord power

4 Read the box. Which phrase

can you find in the text? Make

sentences using the phrases.

5 Name three stories you like. What value(s)

does each one teach?

1 get over 2 unbelievable 3 amuse 4 right behaviour

25

ñNarrating past events

1 Listen and repeat. Which are the

stressed words?

3 Read the dialogue and list the events in

the order they happened. Compare with

your partner.

26

John: Hi, Penny.

Penny: Hi, John. You’ll never guess what happened to me.

John: What is it? You look a little upset.

Penny: Oh dear. I had quite a shock this morning.

John: Really? Why?

Penny: I was at the zoo, when I heard people shouting

and screaming.

John: What on earth was it?

Penny: Everyone was around the fountain and they all

looked really scared.

John: Oh, my goodness! What was going on? Did

someone fall in the water?

Penny: Not someone, but something. There was a long

orange snake with black stripes swimming

around in it.

John: Oh, dear! Was anyone hurt?

Penny: No. The guards caught it quickly and put it back

in its cage.

John: Imagine that! You don’t see that every day, do you?

Penny: No, you certainly don’t.

2 The sentences in Ex. 1 are from a

dialogue between John and Penny. Look at

the picture. What do you think happened

to Penny? Listen and check.

6 Portfolio: Tell your friend about

something unusual that happened to you.

Use the sentences from Ex. 1 to act out

your dialogue. Record yourselves.

1 Oh, my.

2 What’s the matter?

3 You seem a bit

shaken up.

4 That’s unusual.

5 Fancy that.

4 Say the sentences in Ex. 1 in your

language.

5 Find phrases in the

dialogue which mean:

Everyday English

Pronunciation /∞/, /ƒ/

7 Listen and tick (�). Listen again and

repeat.

/∞/ /ƒ/ /∞/ /ƒ/

he beer

here knee

bee near

Workbook 2e

ñ You’ll never guess

what happened to me.

ñ I had quite a shock.

ñ What on earth was it?

ñ What is it?

ñ Oh, my goodness!

ñ You look a little

upset.

ñ What was going on?

ñ Oh, dear!

26(T)

Warm-up ActivityAsk Ss to look at the title of the unit and the pictureand guess what Unit 2e is about (an unexpected event).

1 To practise pronunciation and intonation

ñ Play the recording once, then play again withpauses. Ss listen and repeat and identify thestressed words.

Answer Key

2 To predict the content of a dialogue

ñ Explain the task and elicit guesses from Ssaround the class. (e.g. She saw a snake.)

ñ Play the recording. Ss listen and check if theirguesses were correct.

Answer Key

She saw a snake at the zoo. The snake escapedfrom its cage and went in a fountain.

3 To read and give the sequence of eventsin a text

ñ Allow Ss time to read the dialogue.ñ Ss list the events in the order they happened.ñ Check Ss’ answers around the class.


1 Penny went to the zoo.2 Penny heard people shouting and screaming.3 She saw people around the fountain, looking

really scared.4 She saw a long orange snake swimming in the

fountain.5 The guards caught the snake and put it back in

its cage.

4 To consolidate new vocabulary

ñ Elicit the L1 translations for the sentences/expressions in Ex. 1. Point out that these shouldbe the equivalent expressions rather than directtranslations.

5 To understand the meaning of everydayEnglish expressions

ñ Explain the task and allow Ss enough time toread the dialogue and find the matchingphrases for phrases 1-5.

ñ Check Ss’ answers. Ask some Ss to read outtheir answers.

Answer Key

1 Oh, dear./Oh, my goodness!2 What is it?3 You look a little upset.

4 You don’t see that every day.5 Imagine that!

6 To act out a dialogue

ñ Brainstorm with the class for ideas for unusualevents (e.g. see a ghost/famous person/wildanimal/find or lose something).

ñ Draw this diagram on the board for Ss to follow.

ñ Ask various pairs to act out their dialogues in frontof the class.


A: Hi, John. You’ll never guess what happened to me.B: What is it? You look a little upset.A: I was in the supermarket when I heard people

shouting and screaming.B: What on earth was it?A: Everyone was at the entrance and they all

looked really scared.B: Oh, my goodness! What was going on?A: A lion was outside the supermarket.B: Oh, dear! Was anyone hurt?A: No. Animal Control came and took it away.B: Well, you don’t see that every day, do you?A: No, you certainly don’t.

7 To pronounce /∞/, /ƒ/

ñ Play the recording. Ss listen and tick. Then Sslisten and repeat. Elicit other words with thesame sounds from Ss around the class.

Answer Key

Suggested Answer Key/∞/: she, me, we /ƒ/: fear, spear, dear, deer

/∞/ /ƒ/ /∞/ /ƒ/

he � beer �

here � knee �

bee � near �

You’ll never guesswhat happened to me.I had quite a shock.What on earth was it?What is it?

Oh, my goodness!You look a little upset.What was going on?Oh, dear!

Student A Student B

Greet friend ― statethat sth happened. (Hi,... . You’ll never ... .)

Say where you were & what you heard.(I was ... when Iheard ... .)

Describe what peopledid. (Everyone ... .)

Describe event. (A ... .)

Say what happened inthe end. (No ... .)

Reply to partner’scom ment. (No, you ... .)

Ask for details ― statefriend looks upset.(What ...?You look ... .)

Ask for clarification.(What on earth ...?)

Express surprise & askfor details. (Oh my ...!What was ...?)

Express shock & ask ifanyone was hurt. (Oh ...! Was ...?)

Comment on whatfriend said.(Well, you ... .)

27(T)

Warm-up ActivityAsk Ss to look at the name and picture of the authorand elicit if they know any of his works (e.g. The HappyPrince, Lady Windermere’s Fan).

1 To predict the content of a text

ñ Ask Ss to read the title of the story, and look atthe picture at the bottom of p. 27 and elicitwhat they think the story is about (a ghost, ahaunted house).

ñ Ss read text A and find out.

Answer Key

The story is about a family who buys a hauntedhouse.

2 To predict the content of a text fromaudio clues

ñ Play the recording. Ss listen and make guesses.


I think the ghost moves around in chains. Someonehears the noise and goes to see what is happening.

ñ Play the recording of the extract. Ss listen andfollow the text in their books to check if theirguesses were correct.

3 a To present and use new vocabulary

ñ Ss look up the words/phrases in the WordList.

ñ Allow Ss some time to read the extract anddo the task.

ñ Check Ss’ answers.ñ Then Ss explain the words in bold.


1 ambassador2 haunted house3 clank of metal4 ghost, handcuffs, rusty chains5 lubricant

4 To read for specific information

ñ Direct Ss to skim through the text and find asuitable sentence to match the picture.

ñ Elicit answers from various Ss.


“My dear sir,” said Mr Otis, “those chains needoiling./Here, take this small bottle of lubricant./Iwill leave it here for you and I will give you moreif you need it.”

5 To continue a story

ñ Explain the task and divide the class into smallgroups.

ñ Ss discuss their ideas and then share them withthe class.

ñ Play the recording. Ss listen and check to see iftheir guesses were correct.


I think the ghost got very upset that Mr Otiswasn’t scared of him and went away upset.

® TEACHER’S RESOURCE PACK: p. 24

Chain story. Write this sentence on the board. “John was very tired, so he decided to go to bed.”Ss, one after the other, continue the story entitled “Theghost.”

1 What is ‘The Canterville Ghost’

about? Read text A to find out.

Oscar Wilde (1854-1900) was a popular Irish poet, novelist anddramatist. His most famous works include ‘The Picture of Dorian Gray’and ‘The Importance of Being Earnest’, as well as some excellent shortstories like ‘The Canterville Ghost’. This story is about an Americanambassador and his family who buy a haunted house .

Workbook 2f

2 Listen to the sounds. What

do you think happens in this

extract? Listen, read and check.

5 What do you think

happened afterwards? In

groups, continue the story.

Then, listen and check.

4 Which sentence best describes

the picture?

At eleven o’clock the family went to bed, and by half-past all the lights were out. Some time after, Mr Otis woke upbecause of a noise outside his room. It sounded like the clank ofmetal. He got up at once, struck a match and looked at the time.It was exactly one o’clock. Mr Otis was quite calm. The strangenoise continued, and with it he heard the sound of footsteps. Heput on his slippers, took a small bottle out of his dressing caseand opened the door. Right in front of him he saw an old man. Helooked terrible! His eyes were red. His hair was long and grey.His clothes were old-fashioned and dirty, and there werehandcuffs and rusty chains on his wrists and ankles.

“My dear sir,” said Mr Otis, “those chains need oiling. Here,take this small bottle of lubricant. I will leave it here for you and Iwill give you more if you need it.” With these words theambassador put the bottle down on a marble table, and wentback to bed, closing the door behind him.

A

B

3 Check these words in the Word

List. Use them to complete the

sentences. Explain the words

in bold.

clank of metal ambassador

struck a match haunted house

handcuffs ghost

rusty chains lubricant

1 Mr Otis was a(n) ................ .

2 Mr Otis bought a(n) .......... .

3 Mr Otis woke up because of

the .................. .

4 Outside his bedroom, he saw

a(n) ............ with ............

and ............ .

5 Mr Otis gave the ghost ........... .

27

3 Choose the correct item.

1 He waited in the airport as soon as/until the

plane arrived.

2 Mary called her mother as soon as/until she

got home.

3 He tried to find a good job until/after he

graduated.

4 She was in bed when/after the phone rang.

5 He watched TV when/after he had dinner.

( )Points: ___

5X4 20

( )Points: ___

5X4 20

a I had quite a shock.

b A snake.

c Oh, my goodness!

d To Lisbon.

6 Match the sentences (1-4) with their

responses (a-d).

( )Points: ___

4X5 20

Now I Can ...

... in English

ñ talk about natural phenomenañ narrate past eventsñ describe feelingsñ use time words in narrationñ tell/write a story

( )My score: ___100

5 Write the past simple forms.

1 reach ................

2 dive .................

3 find ..................

4 try ...................

5 start .................

6 come ................

7 decide ................

8 hear .................

9 leave ................

10 feel ..................

( )Points: ___

10X1 10

4 Put the verbs in brackets into the past simple.

1 How ......................... (you/feel) when it

................... (start) to rain?

2 He .................................. (not/find) his

friends, so he .............. (come) back home.

3 Where ............................ (they/go) last

weekend? They .............. (travel) to Paris.

4 .......................... (he/ask) for help? No,

he ................. (be) afraid.

5 When ..................... (he/arrive)? An hour

ago. He ................. (bring) Ann with him.

Across

2 large wave that flows onto land

3 shaking of the ground

5 strong wind storm in which a tall column of air

spins around quickly

Down

1 violent wind or storm

4 large amount of water that covers an area

2 Fill in the correct word related to feelings.

1 We were all r _ _ _ _ _ _ _ to be back home

safe.

2 She had nothing to do, so she felt b _ _ _ _ .

3 He was very w _ _ _ _ _ _ when he realised

the kids weren’t back from school.

4 Sam tried to keep c _ _ _ when he saw the

ghost.

5 He’s afraid of flying. He feels t _ _ _ _ _ _ _ _

each time he gets on a plane.

( )Points: ___

5X4 20

( )Points: ___

5X2 10

I got an

anonymous

letter today.

Oh, really?

Who was it

from?

1

2

3

4

5

1 Complete the

crossword

in your

notebook.

What was that?

You look a little upset.

Where did you go?

I heard a loud roar.4 |3 |2 |1 |

28

28(T)

Self CheckAllow Ss 10 to 15 minutes to complete the SelfCheck. Ask Ss to check their answers against thekey on p. 151. Then Ss read the Now I Can sectionand evaluate themselves.

® TEACHER’S RESOURCE PACK: p. 27, Test 2pp. 101-104

Chain StoryPlay in teams. Get two pieces of paper and ask the firstS in each team to write the beginning of a story. He/Shewrites the last word on the line underneath and foldsthe paper so that the next person can see only the lastword. The next person also writes a sentence thatcontinues the story, beginning with the last word of theprevious sentence. Continue this until everyone in theclass has written at least one sentence. Ask Ss to readtheir stories.

module 2

Documents

module ss

module page

lesson objectives

overview of module vocabulary

experiences vocabulary

story vocabulary

module narrow escapes

page numbers